Due Date: December 14, 2009
Review for your final exam using the terms and key questions below. The exam will follow the same format as your mid-term.
Ids
Little Rock school desegregation crisis
African Americans role in WWII
Niagra Movement
Great Migration
NAACP
Harlem Renaissance
Atlanta Compromise
Emmett Till
Brown v. Board
W.E.B. DuBois
Booker T. Washington
SNCC
Essays
-cultural experience of African Americans from 1900-1950s (art, literature, music, etc.)
-impact of segregation on the lives of African Americans
-causes of the Civil Rights Movement
-lessons learned from taking this course
December 2, 2009
Create a cause and effect chart that examines the causes of the the Civil Rights Movement. You should have 5 causes and effects. Use what knowledge you have about the Civil Rights Movement to complete the effects. It may be more difficult than completing the causes.
November 30, 2009
In two well-written paragraphs, please respond to the following prompt.
"Explain how African Americans' involvement in WWII laid the ground work for the Civil Rights Movement."
Remember to use:
-complete sentences
-topic sentences for each paragraph
-concluding sentences that wrap up your thoughts
-details and support for your reasoning
DO NOT EMAIL THIS TO ME. HAVE IT PRINTED OR NEATLY HANDWRITTEN, READY TO TURN IN DURING CLASS. WE WILL BE USING THEM AS PART OF OUR CLASSWORK.
November 24, 2009
Email your completed SAS assignment and speech. I should have it no later than Tuesday, November 24 at 9:00AM.
November 23, 2009
Complete your newsletter on the Great Migration's effects on African American society.
November 18, 2009
You should have chosen one of the three pictures you wrote about in class on Monday. Using that single picture, please select one of the figures (man, woman, child) to write a one-page journal from their point-of-view. The journal should be about the image you see. You may use factual information you collected from the Library of Congress site. Create a story that tells the viewer what is going on in the image, how your figure feels, what this image means for African Americans of the 30s/40s, etc. It should be about the image, from the perspective of the figure.
Requirements:
one-page
typed
double spaced
one inch margins
November 16, 2009
You have no homework for tomorrow. I have decided to cover the material together and assign a project for the next week. Please be ready to work and learn tomorrow.
October 21, 2009
1. Visit the following website: **http://www.americanwriters.org/writers/washington.asp**
2. Using the info on W.E.B. Du Bois and Booker T. Washington, write a page reflection discussing the differences between each individual's ideology and philosophy of the place of African Americans in society.
October 19, 2009
I. You find the following information and be ready to present it after fall break.
-What is the event
-When did it take place
-Where does it have an impact
-Who does it impact
-Importance...why should we learn and discuss this event in an African American Studies class?
-Complete an image that represents the above information.
2. Complete an additional task of your choice (a t-shirt design, bumper sticker, song, poem, rap, movie poster,etc.) that would explain, represent or describe your event.
October 7, 2009
1. Visit the timeline: **http://www.pbs.org/wnet/jimcrow/segregation2.html**
2. Take notes about the following events:
-Tuskeegee Institute
-Civil Rights Act Declared Unconstitutional
-Atlanta Compromise
-The Wilmington Riot
-The Blues
the connection between this poem and the African-American struggle against Jim Crow
the message that Paul Lawrence Dunbar was trying to make to his African-American “brothers and sisters”
September 30, 2009
Part I
Brainstorm a list of new and intensifying problems African Americans in the South faced after Reconstruction. Use what you know about conditions during Reconstruction and racial attitudes in the region to develop ideas.
Why does Lowell say "their monument sticks like a fishbone in the city's throat"?
Why do you think Shaw's father wanted no monument "except the ditch, where his son's body was thrown"?
What is Lowell's attitude toward the "stone statues of the abstract Union Soldier"?
Lowell altered the inscription on the Shaw Memorial that reads "Omnia Reliquit Servare Rem Publicam" ("He leaves all behind to serve the Republic") to his epigraph "Relinquunt Omnia Servare Rem Publicam" ("They give up everything to serve the Republic"). How is the inscription typical of attitudes in 1897, when the memorial was dedicated? How is the epigraph, written in 1960, different, and what does that say about Lowell's attitude toward these soldiers?
December 14, 2009
Review for your final exam using the terms and key questions below. The exam will follow the same format as your mid-term.
Ids
Little Rock school desegregation crisis
African Americans role in WWII
Niagra Movement
Great Migration
NAACP
Harlem Renaissance
Atlanta Compromise
Emmett Till
Brown v. Board
W.E.B. DuBois
Booker T. Washington
SNCC
Essays
-cultural experience of African Americans from 1900-1950s (art, literature, music, etc.)
-impact of segregation on the lives of African Americans
-causes of the Civil Rights Movement
-lessons learned from taking this course
December 2, 2009
Create a cause and effect chart that examines the causes of the the Civil Rights Movement. You should have 5 causes and effects. Use what knowledge you have about the Civil Rights Movement to complete the effects. It may be more difficult than completing the causes.
November 30, 2009
In two well-written paragraphs, please respond to the following prompt.
"Explain how African Americans' involvement in WWII laid the ground work for the Civil Rights Movement."
Remember to use:
-complete sentences
-topic sentences for each paragraph
-concluding sentences that wrap up your thoughts
-details and support for your reasoning
DO NOT EMAIL THIS TO ME. HAVE IT PRINTED OR NEATLY HANDWRITTEN, READY TO TURN IN DURING CLASS. WE WILL BE USING THEM AS PART OF OUR CLASSWORK.
November 24, 2009
Email your completed SAS assignment and speech. I should have it no later than Tuesday, November 24 at 9:00AM.
November 23, 2009
Complete your newsletter on the Great Migration's effects on African American society.
Here's my email... No excuses for not submitting homework.
leah.shore@craven.k12.nc.us
November 18, 2009
You should have chosen one of the three pictures you wrote about in class on Monday. Using that single picture, please select one of the figures (man, woman, child) to write a one-page journal from their point-of-view. The journal should be about the image you see. You may use factual information you collected from the Library of Congress site. Create a story that tells the viewer what is going on in the image, how your figure feels, what this image means for African Americans of the 30s/40s, etc. It should be about the image, from the perspective of the figure.
Requirements:
one-page
typed
double spaced
one inch margins
November 16, 2009
You have no homework for tomorrow. I have decided to cover the material together and assign a project for the next week. Please be ready to work and learn tomorrow.
October 21, 2009
1. Visit the following website: **http://www.americanwriters.org/writers/washington.asp**
2. Using the info on W.E.B. Du Bois and Booker T. Washington, write a page reflection discussing the differences between each individual's ideology and philosophy of the place of African Americans in society.
October 19, 2009
I. You find the following information and be ready to present it after fall break.
-What is the event
-When did it take place
-Where does it have an impact
-Who does it impact
-Importance...why should we learn and discuss this event in an African American Studies class?
-Complete an image that represents the above information.
2. Complete an additional task of your choice (a t-shirt design, bumper sticker, song, poem, rap, movie poster,etc.) that would explain, represent or describe your event.
October 7, 2009
1. Visit the timeline: **http://www.pbs.org/wnet/jimcrow/segregation2.html**
2. Take notes about the following events:
-Tuskeegee Institute
-Civil Rights Act Declared Unconstitutional
-Atlanta Compromise
-The Wilmington Riot
-The Blues
3. Read the poem "Keep A-pluggin' Away" by Paul Lawrence Dunbar (http://www.libraries.wright.edu/special/dunbar/poetryindex/keep_apluggin_away.html)
4. Answer the following using the poem:
Begin your search with the PBS timeline you used in class.
- the connection between this poem and the African-American struggle against Jim Crow
- the message that Paul Lawrence Dunbar was trying to make to his African-American “brothers and sisters”
- Brainstorm a list of new and intensifying problems African Americans in the South faced after Reconstruction. Use what you know about conditions during Reconstruction and racial attitudes in the region to develop ideas.
- Record your ideas on a piece of paper.
- Study the Timeline of African American History in African American Perspectives, 1818-1907.
- Use the Timeline and your own ideas to develop a list of three to five important problems facing African Americans in the South after Reconstruction.
http://memory.loc.gov/learn//lessons/rec/rsintro.html#introdSeptember 30, 2009
Part I
September 28, 2009
September 23, 2009
http://famouspoetsandpoems.com/poets/robert_lowell/poems/19840
- Why does Lowell say "their monument sticks like a fishbone in the city's throat"?
- Why do you think Shaw's father wanted no monument "except the ditch, where his son's body was thrown"?
- What is Lowell's attitude toward the "stone statues of the abstract Union Soldier"?
- Lowell altered the inscription on the Shaw Memorial that reads "Omnia Reliquit Servare Rem Publicam" ("He leaves all behind to serve the Republic") to his epigraph "Relinquunt Omnia Servare Rem Publicam" ("They give up everything to serve the Republic"). How is the inscription typical of attitudes in 1897, when the memorial was dedicated? How is the epigraph, written in 1960, different, and what does that say about Lowell's attitude toward these soldiers?
National Gallery of ArtSeptember 16, 2009
September 9, 2009
Reading:
Assignment:
Terms to know (identify):
The Liberator
Uncle Tom's Cabin
Essay Topics:
September 2, 2009
Reading:
http://www.biography.com/blackhistory/black-history-timeline.jsp
http://www.pbs.org/wgbh/aia/part4/4i3085.html
http://www.pbs.org/wgbh/aia/part4/4h3141.html
http://www.pbs.org/wgbh/aia/part4/4p1561.html
http://www.pbs.org/wgbh/aia/part4/4h2926.html
Uncle Tom's Cabin
http://www.pbs.org/wgbh/aia/part4/4p2958.html
Assignment:
-Uncle Tom's Cabin
September 1, 2009
Reading:
http://www.pbs.org/wgbh/aia/part4/4h2931.html
http://www.pbs.org/wgbh/amex/lincolns/slavery/es_underground.html
The Liberator
http://www.pbs.org/wgbh/aia/part4/4h2928.html
http://www.pbs.org/wgbh/aia/part4/4p1539.html
http://www.pbs.org/wgbh/aia/part4/4p2951.html
Assignment:
August 31, 2009
Reading:
http://www.pbs.org/wgbh/aia/part1/1p284.html
http://www.pbs.org/wgbh/aia/part3/3h1522.html
http://www.pbs.org/wgbh/aia/part3/3p1576.html
Assignment:
a.What impact do you think slavery had on white people who didn't own slaves?
b.On those who did own slaves?
c. Why might someone who wasn't a slaveowner support slavery?
d. Why might someone be opposed to the spread of slavery, but not opposed to slavery itself?
e.Who was involved in the abolitionist movement?
f. In what ways do you think abolitionists differed on the strategies and goals of their movement? Why do you think they disagreed?
August 26, 2009
Reading:
Africans in America
Project: